El Instituto Politécnico Nacional
Contribuye al desarrollo económico y social de la nación, a través de la formación integral de personas competentes; de la investigación, el desarrollo tecnológico y la innovación. Además tiene reconocimiento internacional por su calidad e impacto social.
Por favor, use este identificador para citar o enlazar este ítem:
http://repositoriodigital.ipn.mx/handle/123456789/11430| Título : | El rol de las prácticas en la Formación de Docentes de Matemática |
| Fecha de publicación : | 16-ene-2013 |
| Descripción : | The goals of this thesis are: 1.- to analyze different algebra education research reports to infer what the new teacher practices are; 2.- to describe teacher professional development programs, in which mathematics teacher participate, to analyze how these programs consider teacher practices and how research in mathematics education is used; and with these basis: 3.- to support theoretically the design of new teacher professional development programs based on the new teacher practices proposes by the research on algebra education. The framework is formed by four elements: 1.- A view of algebra education research. From this view one can infer the elements of the practice that support student learning of algebra; 2.- an analysis of teacher practice as a subset of social practices. Teachers practice are defined using its three moments (before, during and after the class) and its development trough reflection, discussion and explanation; 3.- a study of the normative character of a teacher professional development programs center in practices (its objective, its phases, and its organization), and 4.- a description of some middle and high school teacher professional development in Venezuela and its relation to teachers' practices. The conclusions of the project are that the new teacher practices for teaching algebra are related to three basic practices: the development of different uses of the concept of variable and its relation to generalization and symbolization processes, the construction and uses of equations solutions models and the use of variables. In the teacher professional development programs analyzed a low use of practices was found. The use of research in mathematics education in the teacher professional development programs analyzed is also reduced. The teacher practices of the teacher professional development programs analyzed tend to be what here is called during and after and referred to how students learn some mathematical content. In relation to the support of a new teacher professional development program (TPD) for mathematics teacher and centered around practices, the thesis suggests the following design considerations: 1.- The TPD should be organized in the school, context of teacher practices, and where teachers should be organized within groups to reflect, discuss and make change proposals. 2.- The TPD should be guided by the experiences of the teachers as knowledge base to produce changes. 3.-The TPD should use teachers' knowledge to reflect about it and its implications for actions, from its contextualization with the new findings of mathematics education research. |
| URI : | http://www.repositoriodigital.ipn.mx/handle/123456789/11430 |
| Otros identificadores : | http://hdl.handle.net/123456789/947 |
| Aparece en las colecciones: | Doctorado |
Ficheros en este ítem:
| Fichero | Descripción | Tamaño | Formato | |
|---|---|---|---|---|
| serres_2007.pdf | 1.04 MB | Adobe PDF | Visualizar/Abrir |
Los ítems de DSpace están protegidos por copyright, con todos los derechos reservados, a menos que se indique lo contrario.